Urban Planning for Landscape Architects – ambitions for a good learning context of a new course

TY - CHAP

T1 - Urban Planning for Landscape Architects – ambitions for a good learning context of a new course

AU - Fertner, Christian

PY - 2017

Y1 - 2017

N2 - In 2014, a major change in the bachelor programme in Landscape Architec- ture at the University of Copenhagen was implemented, effecting courses of the second and third year. The main rational for the changes was two-fold: (1) the integration of different methods for mapping and designing and (2) a more equal structure between the two specialisations in the programme, Landscape Design and Urban Design. The prior was tackled by introducing a new course in Geodesign, which integrates the use of more analytical GIS tools (Geographic Information Systems) and more design oriented CAD tools (Computer Aided Design). The latter was tackled by significantly re- structuring the Urban Design specialisation established back in 2008. The five former mandatory 7.5 ECTS points courses of the Urban De- sign line were taken out of the programme and a new, project-based, 30 ECTS points course called ‘Urban Planning Studio – Strategy and Design’ was introduced and held for the first time in 2016/2017. In this paper I elaborate on our main pedagogical ideas for the new course by reflecting on Biggs & Tang’s seven general characteristics of a good learning context. I draw on experiences from the new and former courses. Before that, I review some literature discussing the core elements in urban planning education describing the general context of the new course.

AB - In 2014, a major change in the bachelor programme in Landscape Architec- ture at the University of Copenhagen was implemented, effecting courses of the second and third year. The main rational for the changes was two-fold: (1) the integration of different methods for mapping and designing and (2) a more equal structure between the two specialisations in the programme, Landscape Design and Urban Design. The prior was tackled by introducing a new course in Geodesign, which integrates the use of more analytical GIS tools (Geographic Information Systems) and more design oriented CAD tools (Computer Aided Design). The latter was tackled by significantly re- structuring the Urban Design specialisation established back in 2008. The five former mandatory 7.5 ECTS points courses of the Urban De- sign line were taken out of the programme and a new, project-based, 30 ECTS points course called ‘Urban Planning Studio – Strategy and Design’ was introduced and held for the first time in 2016/2017. In this paper I elaborate on our main pedagogical ideas for the new course by reflecting on Biggs & Tang’s seven general characteristics of a good learning context. I draw on experiences from the new and former courses. Before that, I review some literature discussing the core elements in urban planning education describing the general context of the new course.

M3 - Book chapter

VL - 10

T3 - Improving University Science Teaching and Learning - Pedagogical Projects

SP - 25

EP - 35

BT - Improving University Science Teaching and Learning - Pedagogical Projects 2017

A2 - Christiansen, Frederik Voetmann

A2 - Sølberg, Jan

A2 - Prestholm, Idunn

PB - Department of Science Education, University of Copenhagen

CY - Frederiksberg

ER -